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A teacher is the leader of any classroom at any level of education. Although much research has been devoted to the area of academic achievement , very little attention has been given to the role a classroom teacher's Authentic Leadership and Charismatic/Value-Based Leadership levels may have on academic achievement. The purpose of this correlational study is to investigate the relationship between a classroom teacher's four dimensions of Authentic Leadership , as measured by the Authentic Leadership Questionnaire (Walumbwa et al. , 2008), charismatic/value-based leadership, as measured by a survey adapted from The GLOBE Research Survey (House et al., 2004), and academic achievement, calculated by student pass rates on the State of Texas Assessment of Academic Readiness (STAAR) test.